Bidirectional Longitudinal Relations between Executive Function and Social Function across Adolescence

Autor/inn/en	Ben-Asher, Eliya; Porter, Blaire M.; Roe, Mary Abbe; Mitchell, Mackenzie E.; Church, Jessica A.
Titel	Bidirectional Longitudinal Relations between Executive Function and Social Function across Adolescence
Quelle	In: Developmental Psychology, 59 (2023) 9, S.1587-1594 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ben-Asher, Eliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001580
Schlagwörter	Executive Function; Social Cognition; Interpersonal Relationship; Interpersonal Competence; Adolescents; Predictor Variables; Skill Development; Interpersonal Communication; Autism Spectrum Disorders; Texas (Austin); Social Responsiveness Scale + Suchen Sie Ihr Suchwort? Soziale Kognition; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Prädiktor; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kommunikation; Autism; Autismus
Abstract	Executive function (EF) and social function are both critical skills that continue to develop through adolescence and are strongly predictive of many important life outcomes. Longstanding empirical and theoretical work has suggested that EF shapes social function. However, there is little empirical work on this topic in adolescence, despite both EF and social function continuing to mature into early adulthood (e.g., Bauer et al., 2017). Further, adolescence might be a phase of life where social interactions can shape EF. We tested the longitudinal relation between EF and social function across adolescence utilizing a sample of 99 individuals (8-19 years) from the greater Austin area tested annually for 3 consecutive years. Although EF showed significant improvement in that span, the social function was largely consistent over age. Cross-lagged panel models revealed a bidirectional relation, such that Year 1 EF predicted social function in Year 2, and social function at Years 1 and 2 predicted EF in Year 3. When examining different components of social function, social motivation in earlier adolescence seemed to most consistently predict future EF outcomes, relative to other social functions. Our findings advance the field's theoretical understanding of how these two critical skills might develop alongside one another over adolescent development with particular emphasis on the role of social motivation on EF maturation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01